Term
| 3 Types of Attention Systems |
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Definition
a) Alertness and arousal: Being able be attentive and ready to receive information
- Control of their circadian rhythms
b) Bottom-up Attention System: Locates information sources and directs incoming information
c) Top Down System: Disengage attention, focus attention, sustain attention |
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Term
| ADHD Associated brain areas: Thalamus, Reticular Activating System, Prefrontal Cortex (Dorsolateral, Anterior Cingulate (also called the Medial Prefrontal Cortex) |
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Definition
a) Thalamus: Where information is first sent to and then splits it by sending information to the RH or LH
(Bottom-Up Attention)
b) Reticular Activating System:
c) Prefrontal Cortex:Regulates judgement
d) Dorsal Lateral Prefrontal Cortex: Directs Top-down. Disengages attention.
- Motor act Flexibility: The ability to disengage in something and transfer to a different act.
(Example: Someone learns to do addition, however they are able to disengage and learn how to subtract)
- Cognitive Flexibility: Able to hold different ideas or ways of learning
e) Anterior Cingulate (Medial Prefrontal Cortex): Can inhibit the information sent from the thalamus
- top-down attention system |
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Term
| Chances that children will have ADHD if one parent has been diagnosed with it (57%)? |
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Definition
a) A heritable component to ADHD57%
b) Usually males
c) Because of Dopamine level Related to attention, cognitive, and emotional processing and the
regulation of impulsive behaviors |
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Term
Percent of ADHD children who: “grow out” of their symptoms (1/3); continue to show symptoms as
adults (2/3). How many of those who continue to show symptoms also develop some co-morbid problem (1/
2)? |
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Definition
a) 0-80% of ADHD Children still show charactersitics during adolescence and early adulthood
b) 25-45% of these individuals display oppositional, antisocial, or conduct disorder
c) In Adulthood: 1/3 showed little to no symptomes, 1/3 plagued by inattention and
impulsiveness, and 1/3Had inattention and impulsive issues and relatively serious comorbid issues
- May experience problems with their jobs, prelationships, motor accidents, and speeding
tickets |
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Term
| Percent of preschoolers who are rated as inattentive and overactive? |
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Definition
a) 3-8% Most are often diagnosed with this when the person is a child
b) Up to 40% of preschoolers are rated as inattentive. You cannot predict later ADHD at age 2&3
- This behavior usually resolves itself by 50-70% by the time child is 7 years old. |
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Term
| Selective, sustained, and divided attention? |
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Definition
a) Selective: Selecting the relevant information and ignoring the irrelevant as well as shifting attention
when appropriate.
b) Sustained: Concentration, staying focused on
c) Divided: The ability to attend 2 things at once.
- Ability to maintain one thing in the mind, while performing a task (This is important for writing essays) |
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Term
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Definition
Information enters into one or more of the five sensory systems (taste, touch, smell, sight,
hearing)
● Gifted SR People Eidetic: They have the ability to continue to see a complicated picture even though it is
not right in front of them.
● Informati |
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Term
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Definition
Information is called and icon
● Quite accurate.
● Can be held in memory for 2-3 seconds and weakens and decays quickly
● Can be erased completely if not paying attention or with interference |
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Term
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Definition
Information in this area is called an echo
● Can be held longer than visual à Stays up to 30 seconds or more in your short term memory.
● May get affected by interference but not total erasure from interference
● Pattern Recognition: Information coming in from sensory registry is matched with information held
in long-term memory in order to recognize it.
○ Automacity: Something learn has a fast response if practiced (Ex: Word Recogniton) |
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Term
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Definition
Information that is in your conscious mind.
● Space is limited to 7 items (plus or minus 2)
ii. Duration is limited
iii. Rehearsal is often used to keep information in your memory longer |
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Term
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Definition
When you are actively and consciously working information in your head. Also called working
memory
● Short Term Memory:
● 1. The direction and use of at least two forms of STM stores (verbal/sequential and visuo/spatial)
● 2. Central executive processing system in which is necessary for manipulating information and
solving.
● Ability to hold different parts of task while you are doing it.
● 1. Different parts of a problem while you are solving it.
● 2. Working in between your short and long-term memory. |
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Term
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Definition
a. Explicit/Declarative LTM: Episodic, Semantic
b. Implicit/Non Declarative LTM: Procedural, Emotional, PRS, habits, priming |
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Term
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Definition
Motor control, receives auditory, somatosensory, and visual sensory signal
i. Relays sensory signals to the cerebral cortex
ii. Controls sleep and awake states |
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Term
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Definition
| Consolidation of new memories, emotions, navigation, and spatial orientation. |
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Term
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Definition
| Arousal, autonomic responses, emotional responses, hormonal response, memory. |
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Term
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Definition
| Controls cognition, movement coordination, voluntary movement |
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Term
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Definition
| Fine movement coordination, balance and equilibrium. |
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Term
| Dorsal Lateral Prefrontal Cortex |
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Definition
Motor planning, organization, and regulation
i. Important for mnemonic information. Involved with working memory.
ii. Coordinates info from a number of soures
iii. Organizes material and retrieval of old memories
iv. Directs, combines, and uses information stored in STM |
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Term
| Alan Baddeley’s WM model. |
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Definition
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Term
| Alan Baddeley's Working Model |
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Definition
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Term
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Definition
a. Encoding: Organizing information into long term storage, changing something that is more favorable to
make it easier to remember
b. Consolidation: Storing or filing information
c. Retrieval: Thinking of things that are associated, recognizing incoming information |
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Term
| Relationship b/w cortisol and LTM |
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Definition
a. Stress causes cortisol to be released
b. Cortisol receptors in the amygdala and in the hippocampus
c. Cortisol helps with memory however chornic intake of cortisol would impair memory. |
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Term
| Eidetic imagery, photographic memory, flashbulb memory, icon, echo |
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Definition
a. Eidetic: Are able to look at a picture and be able to remember it with immense detail without it
physically there.
b. Photographic: Excellent visual perceptual representation system. Excellent storage and retrieval.
c. Flashbulb Memory: Highly vivid snapshots in episodic memory
d. Icon: Visual SR
e. Echo: Auditory SR |
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Term
| Specialization of the right and left hemisphere. Functions associated with Broca’s Area? |
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Definition
Left Hemisphere: Speech, fine motor skills (handsàwriting), eating, writing
○ Recognized and matched things according to their function
○ Grammar , words and symbols, syntax, and abstract language
Right Hemisphere: Mediates emotion and spatial abilities. Facial expression, perceiving and drawing
shapes, matching black designs.
○ Matched items by their appearance
○ Images, melodies, and faces, prosody, facial expression, body languages, gestures
· Broca’s Area: Located on the motor homunculus of the frontal lobe. Has to deal with speech (motor area
controls lips, jaws, tongue, swallowing, and vocalization) |
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Term
| Major brain areas involved in reading and writing? In receptive and expressive language? |
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Definition
| Broca's and Wernicke's area |
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Term
Where and what visual pathways? How are they related to reading syllabic language prose vs language written in
ideograms or pictograms? Ideographic and syllabic language? |
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Definition
Visual Pathways: Things on the left visual field are perceived in your RH and vice versa.
· Syllabic Language Prose: Development Literate Brain slide 15 (I don’t have notes for it =(!)
· Ideograms: Example: Egyptian hieroglyphs (where a picture stands for a whole entire word) |
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Term
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Definition
| Connects the left and right side of the brain. Helps facilitate signals to the other. |
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Term
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Definition
| Detects novel stimuli, inhibition of responses, spatial ability |
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Term
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Definition
Arousal
●
Autonomic Responses Associated
● Emotional Responses with Fear
● Hormonal Secretions
● Memory |
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Term
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Definition
A region of the inferior parietal lobe of the brain that is involved in the processing of auditory and
visual input and in the comprehension of language. |
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Term
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Definition
● Controls Facial Neurons
● Controls Speech Production
● Understanding Language |
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Term
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Definition
● Language Comprehension
● Semantic Processing
● Language Recognition
● Language Interpretation |
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Term
| Bilingual brain of adults, of children. Relationship of experience in establishing hemispheric specialization? |
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Definition
● Begin to establish an earlier dominance in the left hemisphere for the language with the largest
vocabulary.
● Over time if proficiency and fluency is reached in both languages, both will become lateralized in
the left hemisphere |
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Term
| Dorsalateral Prefrontal Cortex |
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Definition
Working memory, metamemory, metacognition. (Strategize, plan, and judgement) C
○ Cognitive flexibility
○ Lateral sides of the brain |
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Term
| Ventromedial Prefrontal Cortex |
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Definition
Located in the botom part of the prefrontal cortex toward the middle
○ Mediates control and regulation of emotional expression |
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Term
| Development of Prefrontal Cortex |
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Definition
Does not fully mature till person reaches thirties.
● Doesn’t develop function until childhood and then it matures
● Has to deal with judgement and reasoning |
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Term
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Definition
The way you represent information.
○ When thinking about it (WM) & When storing it (LTM)
○ Helps us remember and understand
○ Example: Describing a picture through words or however you are processing the picture.
However this changes depending on your preference
○ More examples!: (Slides 5-10) Picture or Diagram/visual outline, flow charts, visual
assocation, mneominc devices, elaboration. |
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Term
| Anagram, algorithm, rule-guided thinking |
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Definition
● Formal academic rules.
○ Usually take an “if-then” form. (Two clauses will contradict)
○ Algorhythm: Step by step instructions in which garuntees a correct solution
○ Informal rules: Proper behavior
○ What’s an anagram?! |
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Term
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Definition
● A collection of features that often go together to create an idea or category of ideas.
○ Identify the critical features
○ Identify examples or conceptual prototypes
○ Determine other related concepts (analogies)
○ Determine opposite concepts
○ Identify exceptions |
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Term
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Definition
Concrete concepts: A need to understand sensory information
● Abstract concepts: Not closely related to senses (freedom, feeling, etc)
● Process concepts: Takes place while a process occurs (her defintion not mine lol) example:
freezing
● Nonverbal concepts
● Fuzzy concepts: To get the gist of something
○ Not get the full concept but understand the general idea |
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Term
| Creativity, Brainstorming and Metaphorical reasoning |
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Definition
Creativity is a way of thinking. It is the tendency to choose the novel and unique over what is
already known.
● Brainstorming:
○ Criticism is ruled out, freewheeling is welcomed, quantity is wanted, combination and
improvement is sought
● Metaphorical:
○ Taking ideas from one context and using them in a new context.
○ Producing the new idea combination is CREATIVE |
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Term
| Critical thinking and reasoning |
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Definition
● Looking beneath the surface, analyzing, and evaluating a concept, idea or product.
● Requires one to withold judgement until all the evidence is looked at and weighed
● Steps in Critical Thinking
○ Enumerating the facts
○ Uncovering the author’s point of view
○ Establishing you point of view (biases)
○ Searching for errors and exaggerations
○ Weighing the evidence |
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Term
| Convergent vs Divergent Thinking |
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Definition
Divergent: Producing as many different ideas as possible. (Brainstorming!)
○ Right hemisphere
● Convergent Thinking: Determining the one best answer or solution to a problem.
○ The act of narrowing down brainstorming ideas.
○ Left Hemisphere |
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Term
| Creative Problem solving, The Step |
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Definition
● A systematic, logical, well-paced, and planned step-by-step process
● Represents excellent judgment, well-founded decision making and the use of logical though
process |
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Term
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Definition
i. Mental Effort: Able to start and finish work
ii. Alertness: Fully paying attention and mentally awake.
iii. Consistency: Stable study habits.
iv. Sleep-Arousal: Able to stay awake in class |
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Term
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Definition
i. Selection Control: Able to tune out distractions
ii. Span control: Concentrating for a certain amount of time
iii. Depth and Detail Control: Paying attention to important info but not to deeply
iv. Mind Activity: Associating relevant information with prior knowledge. Mentally
engaging in learning.
v. Satisfaction: Calm and can maintain delayed gratification |
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Term
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Definition
i. Previewing: Thinking ahead
ii. Options: Looking at all possibilities
iii. Pace: Spending sufficient amount of time in each activity
iv. Quality: Pays attention to detail, good judgment of own work.
v. Reinforcement: Learn from mistakes and experience |
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Term
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Definition
Filing: The act of systematically entering information into a long term memory storage system.
■ Consolidation: Filing information for later use. (Example: Studying for a test)
■ Stored in pairs (Example: Associating name with face)
■ Procedures
■ Categories
■ Rules
Access: Locating information.
■ Recall:
● We excavate an entire chunk of knowledge or skill on demand.
● Convergent Retrieval: Kind of memory called upon when there is only one
possible correct answer. (Multiple choice) This requires precise retrieval of
single data bits from long-term memory.
■ Recognition: Information locator.
● Coming across some information or a particular pattern and know that you have
encountered it before.
● Can be achieved by thinking about things that are familiar in which will trigger
recalling something from LTM.
● Understanding themes within a subject |
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Term
| What is Automatization of Long Term Memory access? How is it achieved? (pg. 113-114) |
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Definition
Automatic Access: Information in LTM in which retrieval is fast and easy. (Example: Writing or talking)
1. Things in memory that is instantly accessed
2. Part of knowing the basics
3. In order to achieve this, you have to do a lot of practice drills with a lot of repetition of child has delayed
automatization. Schools do not have the sources to induce this. Practice practice practice! |
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Term
According to Levine there is evidence that we do not lose things from long-term memory, we lose things in longterm
memory. What can you do to prevent this from happening? |
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Definition
Have Parents and teachers learn about memory, practice, teachers should have a good balance between
recall and understanding in exams, sleep after learning something, pay attention, planning ahead, exercise activeworking
memory. |
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Term
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Definition
| Automatic, Literate, Concrete, Abstract, Basic, Higher, Expressive, Recdeptive |
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Term
| How expressive language helps to regulate behavior (143-144) |
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Definition
If a person is able to use expressive language, person would be able to convey their personal feelings and
thoughts to another person. May help them cope with stress or make friends. Also helps gain confidence
because they are able to voice opinion and interact with others better and skillfully. |
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Term
| Language and its Ambassadorial Functions |
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Definition
● It collaborates with all of the neurodevelopmental functions.
● Language Memory through communication/discourse
● Word retrieval is important for memory activity
● Verbal Elaboration improves filing and organization of meory
● Motor: Talk to ourselves through procedures & following directions
● Social thinking and the sequence in what we say things. (For example when telling a joke, you present the
message appropriately and in a particular order in order for the recipient of the joke to understand)
● Spatial Ordering and Visual Processing à Thinking of pictures in mind when reading something |
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Term
| Language and its Ambassadorial Functions |
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Definition
It collaborates with all of the neurodevelopmental functions.
● Language Memory through communication/discourse
● Word retrieval is important for memory activity
● Verbal Elaboration improves filing and organization of meory
● Motor: Talk to ourselves through procedures & following directions
● Social thinking and the sequence in what we say things. (For example when telling a joke, you present the
message appropriately and in a particular order in order for the recipient of the joke to understand)
● Spatial Ordering and Visual Processing à Thinking of pictures in mind when reading something |
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Term
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Definition
Gross Motor: Large Muscle use
Fine Motor: Small muscles (hands and fingers)
Graphomotor: Writing (Finger Agnosia: Lose of finger movements)
Oromotor: Speaking
Musical Motor |
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Term
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Definition
developing too much confidence in their own bodies that little else
seems important.
4) Minds |
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